（2021新外研版）高中英语选择性必修第三册Unit4 A glimpse of the future 教学设计.docx

1、Unit 4Aglimpse of the future 教案设计教案设计 单元主题单元主题 本单元的主题语境是“人与社会” ，涉及的主题语境内容是未来与科技 发展、认识与探索未来。本单元从不同角度展现了未来科技发展带来的 便利和可能存在的问题，依次呈现了科幻电影海报、人工智能发展、时 间旅行、未来的医疗与交通、科幻小说等内容，旨在引导学生思考未来 科技发展给生活带来的改变和世界的发展趋势，以及如何对待这种发展 趋势，如何应对人工智能时代给人类带来的挑战等，进而更好地预测未 来、创造未来。 单元目标单元目标 1.语言能力目标 能够围绕本单元的主题语境内容， 基于单元提供的海报、 论坛专题讨论、

2、 图表、对话、小说等多模态语篇，综合运用各种语言技能，读懂与人工 智能相关的论坛内容和科幻小说，听懂并谈论与时间旅行相关的话题， 恰当使用所学词汇和表达谈论未来科技发展，能够概括和续写故事，运 用所学语言知识阐述相关话题。 2.文化意识目标 能够了解现代科技进步对人类的影响和未来世界的发展趋势，拓展科学 思维，深化对单元主题意义的理解。 3.思维品质目标 能够通过对比、分析并联系自身实际，辩证地看待科技进步和人工智能 的发展，实现知识和思维能力的拓展与迁移，在积极迎接科技发展带来 的新时代的同时，反思可能存在的问题并寻求解决方案。 4.学习能力目标 能够运用多种学习策略， 在自主学习、 合作学

3、习与探究式学习的过程中， 结合本单元提供的反思性和评价性问题不断监控、评价、反思和调整自 己的学习内容和进程，激发英语学习的兴趣，提高分析和解决问题的能 力，提高自己的理解和表达能力，最终促进自身语言能力、文化意识、 思维品质和学习能力的综合提升。 Starting out 板块教学设计板块教学设计 （建议时长 1015 分钟，教师可根据教学实际酌情调整。 ） 课型课型Viewing + Speaking 主题语境主题语境人与社会未来与科技发展、认识与探索未来 内容分析内容分析活动 1 呈现一段与单元主题相关的视频，通过介绍历史上人们对未来的 正确的和错误的预测，引导学生 认识到未来充满无限可

4、能。活动 2 呈 现四张科幻电影的海报，引导学生回顾这些科幻电影的内容，初步思考 未来世界可能是什么样子的。本板块旨在激活学生已有的背景知识和语 言知识，激发学生对话题的兴趣，为接下来整个单元的学习活动做铺垫 和预热。 教学目标教学目标 1.学生通过观看视频，理解视频的主旨大意，并能够从视频中迅速提取 关键信息； 2.学生通过看电影海报及查找相关资料，了解并谈论这四部科幻电影的 内容，并就科幻电影的主题和内容发表自己的看法； 3.学生通过谈论与未来相关的话题，激发探索科技和未来的兴趣。 。 教学重点教学重点 1.指导学生从视频中迅速提取关键信息，理解视频的主旨大意； 2.通过听说活动，激活学生

5、已有的背景知识和语言知识，引发思考。 教学难点教学难点 1.引导学生观看视频过程中记录关键信息； 2.引导学生深入思考我们所处的世界未来将会怎样。 教学策略教学策略视听说法 Teaching contents Procedures Purposes Teachers activityStudentsactivity Activity 1 1. T shows Ss some pictures about the inventions mentioned in the video text and asks them to guess which of 1. Ss look at the pic

6、tures and guess. Introduce the unit topic by guessing, watching the video and expressing predictions have been achieved. 2. T plays the video and asks Ss the first question in Activity 1. 3. T plays the video again and asks Ss to answer the second question in Activity 1. 4. T asks Ss about their und

7、erstanding of the quoted sentence in the second question. 2. Ss watch the video about the future or fantasy and take notes. Answer the question. 3. Ss listen and check the answers. 4. Ss think and express ideas. opinions. Activity 2 1. T shows posters of the four sci-fi movies and invites Ss to intr

8、oduce the stories based on their preview before class. 2. T asks Ss to summarise what the future world looks like in the movies. 1. Ss watch, listen, make group presentations and report to the class. 2. Ss summarise and report. T leads Ss to explore the theme and the content of sci-fi movies, stimul

9、ates studentsin-depth thinking and paves the way for further study. 3. T guides Ss to answer the second question and make predictions for the future. 3. Ss offer answers and make predictions. Understanding ideas 板块教学设计板块教学设计 （建议时长 5560 分钟，教师可根据教学实际酌情调整。 ） 课型课型Reading + Speaking 主题语境主题语境人与社会未来与科技发展、认

10、识与探索未来 内容分析内容分析 本篇文章是一篇网络论坛专题讨论，是新媒体语篇，反映了单元主题。 文章介绍了三位发帖人分别就“迄今为止，人工智能是人类最伟大的成 就还是最大的威胁”发表了不同的看法。Millenniumbutterfly认为人工智 能的发展会使日常生活变得更加便利，而在Popkid看来，能够独立思考 的高级人工智能固然能够帮助人类解决许多难题，但也可能对人类的生 存构成威胁；Pink_haze则认为我们不应阻止人工智能技术的发展，而是 要在发展的同时去规范它。 读前的导入活动以时间轴的形式回顾了人工智能的发展史，为学生提供 背景知识，并引导学生初步思考人工智能“是福还是祸” ，为

11、课文学习 做铺垫。读中活动请学生阅读全文，归纳文中观点，并与自己之前的观 点进行对比。读后活动通过细节理解、观点判断、开放性问题等活动， 帮助学生深入理解课文，探究主题意义，促进学生知识和思维能力的拓 展与迁移。 。 教学目标教学目标 1.学生通过略读课文，获取文章主要信息，总结三位发帖人对人工智能 的不同看法； 2.学生通过细读课文，理解语篇结构及语言特点，并会运用所学表达进 行交流； 3.学生基于文章内容，学会辩证地看待人工智能技术，加深对单元主题 的认识。 教学重点教学重点引导学生通过分析语篇，总结发帖人的不同观点，理解文章内容。 教学难点教学难点引导学生分享观点，学会倾听不同的声音，关

12、注人工智能的发展。 教学策略教学策略任务型教学法、P-W-P 阅读模式 Teaching contents Procedures Purposes Teachers activityStudentsactivity Activity 1 1. T asks Ss to collect relevant information before class . 2. T asks Ss to browse the timeline, get to know the development stage ofAI and answer Question 1. 3. T asks Ss to conduc

13、t a group discussion and report on Question 2 and Question 3. 1. Ss collect relevant information before class and share at class. 2. Ss read, analyse and answer Question 1. 3. Ss discuss in groups and report to the class. Make Ss know more about the development ofAI. Activity 2 1. T asks Ss to predi

14、ct the content of the article by reading the title and looking at the pictures. 2. T asks Ss to read through the full text and verify previous guesses. 1. Ss take a quick look and make predictions. 2. Ss read the text and check. Train students reading skills of predicting and getting the main ideas.

15、 3. T invites some Ss to share their answers and explain the key points. 4. T asks Ss to read the text again, find out the difficulties and try to solve them within groups. 5. T invites Ss to report and explains the common problems. 3. Ss share, listen and take notes. 4. Ss read the text, find out t

16、he difficulties, look for references in cooperation with each other and share information. 5. Ss share, listen and take notes. Cultivate Ssability to learn in an independent and cooperative way. Activity 3 1. T asks Ss to read the opinions and match them to the persons. 2. T asks Ss to discuss the a

17、nswers in groups and give reasons. 3. T invites groups to share their answers and check with the class. 1. Ss read and match. 2. Ss have group discussions. 3. Ss listen and present the answers to the whole class. Check Ss understanding and mastery of the text. Activity 4 1. T asks Ss to read the tex

18、t again and underline the advantages and disadvantages ofAI 1. Ss read the text, find out and underline the pros and cons ofAI. T guides Ss to summarise the pros and cons ofAI proposed in the mentioned. 2. T asks Ss to complete the diagram ofActivity 4 independently and then check the answers. 3. T

19、asks Ss to discuss in groups and answer the questions below the diagram.After that T invites group representatives to present their views and make comments. 4. (Suitable for better classes or students) T asks Ss to write a short essay based on the diagram in Activity 4 and give their own opinions on

20、 the pros and cons ofAI development and offer suggestions. 2. Ss organise information from the passage, complete the diagram alone and check with partners. 3. Ss have a group discussion and express their opinions. 4. Ss organise the information, choose proper expressions and complete the writing tas

21、k. article. Interpret the text further and add Ssown points. Think & Share 1. T asks Ss to discuss the questions in groups and provides necessary help. 1. Ss discuss the questions in groups. T helps Ss to better understand the theme , improve the ability of thinking and self-awareness and 2. T asks

22、several Ss to offer the answers and others to make suggestions. 2. Ss share their ideas and make suggestions. bring about periodic self-reflection. Using Language 板块教学设计板块教学设计 （建议时长 8090 分钟，教师可根据教学实际酌情调整。 ） 课型课型Reading + Listening +Speaking 主题语境主题语境人与社会未来与科技发展、认识与探索未来 内容分析内容分析 本板块包括语法部分Subject-verb

23、agreement(2)和词汇听说部分The world of tomorrow。语法部分的主要内容为主谓一致，教师在引导学生归纳总 结课文中主谓一致用法的同时，通过关于基因检测和未来星球两个语言 材料，进一步巩固学生对主谓一致的理解和掌握。综合语言运用部分的 话题为“明日世界” ，涉及时间旅行、未来医学和交通等内容，帮助学 生深度聚焦语言的意义和功能，使学生在真实语境下进行思考和交际， 全方位提升综合语言运用能力。 教学目标教学目标 1.学生在能够在教师的引导下进一步关注主谓一致的形式和用法，学会 根据上下文语境理解主谓一致，并尝试进行判断； 2.带领学生总结有分数（百分数） 、不定代词、否

24、定词修饰的名词的主 谓一致的用法，并正确运用主谓一致完成语篇活动； 3.引导学生关注英语语法的语用功能，了解语言的形式和意义是统一 的，并且能够在实际生活中加以运用。 教学重点教学重点 1.引导学生根据上下文语境正确使用主谓一致； 2.引导学生正确理解和使用表达激动以及请求确认的功能句式。 教学难点教学难点引导学生理解和运用主谓一致、表达激动及请求确认的功能句式。 教学策略教学策略交际教学法、任务型教学法 Teaching contents Procedures Purposes Teachers activityStudentsactivity Activity 1 1. T asks Ss

25、 to read example sentences, focus on the bold parts, and answer the two questions. 2. T guides Ss to discover and discuss the form and usage of subjective-verb agreement in groups. 3. T invites group representatives to report their findings and summarise the use of subject-verb agreement modified by

26、 fractions, indefinite pronouns or negative words. 4. T asks Ss to read the passage again to find more sentences with subject-verb agreement. 1. Ss read the example sentences and answer the questions. 2. Ss read, find out and discuss in groups. 3. Ss report, listen and take notes. T guides Ss to sum

27、marise the form and usage of subject-verb agreement. 4. Ss read the passage and pick out the sentences. Activity 2 1. T asks Ss to read the passage and complete it by choosing the singular or plural form. 2. T invites some Ss to read the passage and check the answers with the whole class. 3. T invit

28、es Ss to express their opinions based on their knowledge on genetic testing. 1. Ss read the passage, understand the main idea and choose the correct forms. 2. Ss listen and check. 3. Ss listen to different views and express their own opinions. Improve Ssgrammar. Activity 3 1. T asks Ss to discuss an

29、d interpret the meaning of the charts in pairs and to describe the ideal planet using subject-verb agreement. 2. T asks several Ss to describe the ideal planet 1. Ss discuss and describe in pairs. Improve Ssuse of subject-verb agreement, stimulate Ssimagination and cultivate Sscreative thinking. to

30、the class.2. Ss report and listen. Activity 4 1. T leads Ss to brainstorm the features of an ideal planet. 2. T asks Ss to think about their ideal planet independently, then write down specific descriptions using subject-verb agreement. 3. T asks Ss to exchange designs with their partner and make ev

31、aluations in terms of content and grammar. 4. T invites some Ss to represent their designs. 1. Ss expand imagination and express views. 2. Ss work independently and record the details. 3. Ss exchange opinions and evaluate their work in pairs. 4. Ss report and listen. Apply the target grammar into pr

32、actical use. Activity 5 1. T leads Ss to look at the picture and read the introduction below to understand the paradox of time travel. 2. T plays the recording, asks Ss to grasp the 1. Ss read the introduction in “Did You Know” and focus on the word “paradox”. 2. Ss listen, understand Combine the sk

33、ills of reading and listening to grasp the main idea of the listening text. main idea and complete Activity 5. 3. T leads Ss to check the answers. the main idea and complete the task. 3. Ss check the answers and correct possible mistakes. Activity 6 1. T asks Ss to read the content ofActivity 6 and

34、understand the listening task. 2. T plays the recording. 3. T plays the recording again and asks Ss to complete the table. 4. T asks Ss to report their answers and check with the class. 5. T asks Ss to role play the guide according to the form in Activity 6. 1. Ss browse the content and understand t

35、he listening task. 2. Ss listen and try to take down key words. 3. Ss listen and complete the table using the key words. 4.Ss check the answers. 5. Ss work in pairs to role-play the guide. Understand the main idea and details by capturing key messages and taking shorthand. While acquiring informatio

36、n, cultivate Ss awareness of rules. Activity 7 1. T leads Ss to study the sentences for expressing excitement and asking for confirmation. If necessary, T can ask Ss to translate the given sentences. 2. T asks Ss to complete the boxes and make sentences with relevant expressions. 3. (Suitable for be

37、tter classes or students) T asks Ss to figure out more sentence patterns of “expressing excitement” and “asking for confirmation”. 1. Ss listen, take notes and memorise the expressions. 2. Ss learn the given expressions, complete the boxes and make sentences using them. 3. Ss take notes of the usefu

38、l expressions. Learn how to express excitement and ask for confirmation, which pave the way for the following listening & speaking activities. Activity 8 1. T asks Ss to read the passage. 2. T asks Ss to guess the meaning of bold phrases based on the context. 1. Ss read the passage and figure out it

39、s general idea. 2. Ss read and guess. Expand vocabulary, develop Ss imagination and creativity as well as interest in high-tech. 3. T asks Ss to find out the meaning of the chunks and look them up in the dictionary if necessary.After that T asks Ss to complete the boxes ofActivity 8. 4. T invites so

40、me Ss to report and check the answers. 3. Ss confirm the meaning of the expressions, sort them out and put them into the boxes. 4. Ss listen and check the answers. Activity 9 1. T asks Ss to read the passage and complete it with the expressions in Activity 8. 2. T asks Ss to report their answers and

41、 check. 3. (Suitable for better classes or students) T invites Ss to share their views on future medical care and transportation. 1. Ss read and then do the exercise. 2. Ss listen and check. 3. Ss discuss and share their opinions. Further practise expressions learned in Activity 8. Activity 10 1. T

42、asks Ss to gather information about other aspects of the future life 1. Ss gather relevant information from the Internet. Apply what have been learnt to practice. in advance. 2. T asks Ss to discuss in groups based on the information obtained and the expressions learnt in this part. 3. T invites som

43、e Ss to perform to the class. 2. Ss make group discussion using the target expressions. 3. Ss watch, listen and comment. Developing ideas 板块教学设计板块教学设计 （建议时长 8090 分钟，教师可根据教学实际酌情调整。 ） 课型课型Reading + Writing 主题语境主题语境人与社会未来与科技发展、认识与探索未来 内容分析内容分析 本篇文章是小说节选， 选自Isaac Asimov的短篇科幻小说 男孩的挚友 ， 从另一角度反映单元主题。文章讲述了J

44、immy的父母花大价钱为他从地 球上运来一只真正的狗，可是Jimmy却更喜欢一直陪伴他的机器狗。通 过这一板块的学习，学生能够从情感角度体会人工智能可能带来的影 响。读写部分提供了一篇科幻文章的开头，学生能够根据此前学到的小 说结构和“伏笔”写作手法，续写科幻小说。本版块旨在启发学生辩证 地看待人工智能的发展，帮助学生进一步提升语言能力和思维品质。 教学目标教学目标 1.学生能够理解课文内容并叙述故事的梗概，同时能够理解课文中的 “伏笔”写作手法，欣赏文学作品； 2.学生能够感悟文章主题，加深对单元主题意义的认识，形成积极接受 但辩证地看待技术创新的情感态度； 3.学生能够结合短篇小说的写作手

45、法和特点，发挥想象力和创造力，续 写一篇科幻小说。 教学重点教学重点 1.引导学生根据小说的写作要素，梳理文章主要结构，读懂故事梗概； 2.引导学生通过关键词分析主人公的情感变化，预测故事走向。 教学难点教学难点 引导学生思考在人工智能发展过程中可能产生的人机之间的友谊、困 惑、人的主观选择等问题，学会辩证地看待科技发展。 教学策略教学策略交际教学法、任务型教学法 Teaching contents Procedures Purposes Teachers activityStudentsactivity Activity 1 1. T asks Ss to look for informat

46、ion before class to understand the authors life and works. At class, T asks Ss to introduce the author using the expressions learnt in this unit. 2. T plays the video, asks Ss to take notes , summarise and answer the questions. 3. T invites some Ss to share their answers. 4. T asks Ss to discuss Que

47、stion 2 in groups. 5. T asks group 1. Ss gather information in advance and report at class. 2. Ss take notes while watching and answer the questions. 3. Ss share their answers. 4. Ss have a group discussion. Provide background knowledge and bring up the topic. representatives to express their views.

48、 5. Group representatives express opinions and others make suggestions. Activity 2 1. T leads Ss to brainstorm differences between life on the Moon and life on Earth and complete the table. 2. T asks Ss to browse the text quickly, find out sentences describing lunar life, and compare with their own

49、answers. 3. T asks Ss to read the text again, underline the key points and discuss in groups. 4. (Suitable for better classes or students) T asks some Ss to share their views on this Sci-Fi story. 1. Ss brainstorm, list differences and complete the table. 2. Ss read the passage, underline sentences

50、describing lunar life and compare. 3. Ss read the text, find out difficult language points and solve the problems in groups. 4. Ss organise language and express opinions. Make preparations for reading. Cultivate Ssability of independent and cooperative learning. Activity 3 1. T leads Ss to point out